![Page 1: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/1.jpg)
04/19/23 1
Prof Jan HeystekDepartment of Education Policy Studies
Faculty of EducationUniversity of Stellenbosch
[email protected] 2011
School leader’s School leader’s identity in identity in ethnical diverse ethnical diverse primary schools primary schools in South Africa in South Africa and Englandand England
![Page 2: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/2.jpg)
http://www.infoplease.com/atlas/country/southafrica.html
1
2
3
4
5
6
7
89
10
11
12
Lusikisiki
04/19/23 2Hasselt 2010
![Page 3: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/3.jpg)
04/19/23 3
DiversityDiversity
• Language, race, ethnicity
• Gender
• Learner ability and needs
• Socio economic environment
Hasselt 2010
![Page 4: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/4.jpg)
04/19/23 4
South Africa school contextSouth Africa school context
• Eleven official languages
•24 751 schools
• In most schools there is one ethnic group dominates
• At 1994, about 3000 former white, Coloured and Indian schools;
• After 1994 learner composition changed
• Currently most of former white, Coloured and Indian schools
with large number of African learners
• England similar situation, learner population change,
teacher population limited changeHasselt 2010
![Page 5: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/5.jpg)
04/19/23 Hasselt 2010 5
IdentityIdentity
• You cannot think diversity loose from identity
• Identity is the building foundation for diversity
• Individual identity
• Group identity
![Page 6: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/6.jpg)
04/19/23 6
Scale and intensity of diversityScale and intensity of diversity
• Europe – immigrants; small percentage of population• US – permanent residents –
• European and native American• Afro Americans• Immigrants - Spanish speaking
• South Africa • Permanent residents• Immigrants – Africa?
Hasselt 2010
![Page 7: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/7.jpg)
04/19/23 Hasselt 2010 7
Social researcherSocial researcher
• Objectivity and subjectivity
• Own identity and life world
![Page 8: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/8.jpg)
04/19/23 8
• Students (teachers) in Advanced certificate and Honours programs
• Twelve venues in the country
• 2545 completed questionnaires
SampleSample
Table 1: Racial classificationFirst phase
African 2472
Coloured 31
Indian 13
White29
African 248
Table 2: Phase 2
Hasselt 2010
![Page 9: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/9.jpg)
04/19/23 9
"VR 10"; W eighted MeansC urrent effec t: F(11, 2372)=342.91, p=<0.01 K rus kal-W allis p<0.01
Effec tive hypothes is decom pos itionVertical bars denote 0.95 confidence intervals
AfrikaansEnglish
Is iNdebeleSepedi
SesothoS iSw ati
XitsongaSetsw ana
Ts iVendaIs iXhos a
Is iZuluO ther
VR 10
none
0-20%
21-40%
41-60%
61-80%
81-100%
VR
41(Is
iXhosa)
Hasselt 2010
![Page 10: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/10.jpg)
04/19/23 10
The case studies The case studies
South Africa – three school
England - one school
Interviews
• Principals of schools
• Senior management team / teachers
• Learners
Hasselt 2010
![Page 11: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/11.jpg)
04/19/23 11
TheoryTheory
Social capital (Something valuable – if not used – become depleted)
Social reproduction (Critical theory perspective)
Social identity theory Social identity theory (Tajfel)
• In and out group
• Advantage in group
• In and out group may differ in and out side school context
• Power to make decisions
Hasselt 2010
![Page 12: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/12.jpg)
04/19/23 12
Identity• Who am I?
• See it in the SA context• My personal identity in the school / community identity
Diversity• Difficult to define diversity – • Race is obvious• The rest is vague
The other - in a micro and macro context• Dominant group determines us and them• Who is dominant group in SA context• (White teacher ) school in dominant African South African context
Hasselt 2010
![Page 13: 8/24/20151 Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011 School](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649dda5503460f94acff73/html5/thumbnails/13.jpg)
04/19/23 13
• Leaders are not trained or supported for the diversity
Hasselt 2010
Lead and manage diversityLead and manage diversity
Change the structure
• New policies
• Learner composition
•Teacher composition
Agency to change it• Leader• People• Attitude• Motivation